Students usually procrastinate, which might increase anxiety levels and decrease test scores. Previous studies used between-groups comparisons to explore ways to deter procrastination, a design that did not allow analyses of individual procrastination patterns. In the present two studies, college students' individual self-regulation and procrastination patterns were investigated in a within-subject design to identify strategies that promote self-regulation and decrease procrastination. Each week, participants alternated between two schedules of delivery of practice quizzes while preparing for weekly quizzes. In Study 1, one practice quiz was available per day in a noncontingent condition. In a contingent condition, participants had to submit one practice quiz per day to access a subsequent practice quiz. In Study 2, two practice quizzes were available every other day in a noncontingent condition. In a contingent condition, participants had to submit two practice quizzes every other day to access subsequent practice quizzes. Across the two studies, 6 of 25 participants stopped procrastinating at the end of the contingent condition, and both conditions yielded high scores on weekly quizzes even when participants procrastinated. These results indicate that college students' procrastination patterns can be changed, although it does not necessarily lead to increased quiz scores. The present studies propose a methodology to investigate and change self-regulation and procrastination patterns at the level of the individual.